The study reports on a nationwide survey that investigated the specific planning steps and procedures used by colleges and universities in implementing microcomputer instruction into their teacher education curriculum. The findings presented are based on 101 usable responses to a 55-item questionnaire mailed to five major college and university campuses in each of the 50 states (40% return on 250 questionnaires). Following an introduction, statement of the problem, and description of the research methods, a literature review addresses computer and microcomputer use in instruction and lists 140 references. Findings are reported separately for each of the survey questions, which concern such issues as enrollment, curriculum, access to microcomputers, programming languages taught, and inservice training. Conclusions and recommendations for the campuses and for further study are included. A composite program plan is given which summarizes specific key steps and procedures used to implement programs and includes steps in initial planning and in planning for providing inservice training for the education faculty, teacher education curriculum changes, and equipment purchases and placement. The lack of systematic and comprehensive long-term planning before microcomputer acquisition is identified as a major teacher education weakness. (LMM)